In the Context of Risk: Supportive Adults and the School Engagement of Middle School Students*

By Michael E. Woolley, G. Bowen. 2007

286 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/04f2b001e3039f2bb0af4ecc951f286a99d3f121

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In Clinical Psychology

In Education

Citations in the corpus

Teacher—Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates (2011, result): “Also congruent with prior findings, positive dimensions of teacher– student relationships were more strongly associated with students’ school adjustment than were negative features of these relationships (Murray, 2009; Ryan et al.,1994; Wolley & Bowen, 2007).”
Family and school context in school engagement (2016, background): “Indeed, the support provided by adults is so influential that students’ positive perception of it may mitigate the effect of contextual risk factors posed by belonging to a certain social class or ethnic group (Woolley & Bowen, 2007).”
PROMOTING RESILIENCE IN YOUNG PEOPLE IN LONG‐TERM CARE — THE RELEVANCE OF ROLES AND RELATIONSHIPS IN THE DOMAINS OF RECREATION AND WORK (2008, background): “…as a role model or identifying other role models appropriate for the purpose; N supporting initial connections and sustaining ongoing engagement in a recreational or work-related activity; and N encouraging a role for other supportive adults in the young person’s life (Woolley & Bowen, 2007).”
RELATIONS AMONG SCHOOL ASSETS, INDIVIDUAL RESILIENCE, AND STUDENT ENGAGEMENT FOR YOUTH GROUPED BY LEVEL OF FAMILY FUNCTIONING (2008, background): “Supportive relationships with adults from school, home, or neighborhood environments have been found to mediate the negative influence of a number of risk factors on student engagement (psychological Psychology in the Schools DOI: 10.1002/pits and behavioral; Woolley & Bowen, 2007).”
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “Woolley and Bowen (2007) stress the importance of significant others (parents, people from school) to stimulate feelings of school belonging among adolescents.”
How Schools Enhance the Development of Young People’s Resilience (2019, background): “…from marginalized populations or known to be performing below the norms set by other schools, showed that a supportive adult could influence positively a child’s level of school engagement and achievement, even when controlling for differences in social class and race (Woolley and Bowen 2007).”
School Success, Possible Selves, and Parent School Involvement* (2007, background): “Whereas parent school involvement is clearly associated with positive attainments (e.g., Grolnick & Slowiaczek, 1994; Miedel & Reynolds, 1999; Woolley & Bowen, 2007; Woolley & Grogan-Kaylor, 2006), as we will outline below, it is not clear how parent school involvement influences academic outcomes,…”
Adversity, resilience and the educational progress of young people in public care (2007, background): “A complex web of effort involving a range of adults needs to provide the scaffolding of support for the young person's educational progress (Woolley & Bowen, 2007 ).”
Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students (2016, background): “Additionally, levels of adult support have a direct influence on student engagement (Klem and Connell 2004; Woolley and Bowen 2007).”
Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, background): “Ample studies have supported the notion that teachers’ positive relationships and interactions with students play important roles in fostering student engagement (Roorda, Jak, Zee, Oort, & Koomen, 2017; Roorda, Koomen, Spilt, & Oort, 2011; Skinner & Pitzer, 2012; Woolley & Bowen, 2007).”
Parent and Teacher Relationships as Predictors of School Engagement and Functioning Among Low-Income Urban Youth (2009, background): “Similarly, Woolley and Bowen (2007) found that a social capital composite variable comprised of both parent and teacher support moderated the negative effects of contextual risk on the school engagement of students who were classified as high in risk.”